• Jessica A Moriarty, Srisindu Vellanki, Lee A Trope, Sarah L Hilgenberg, and Rebecca L Blankenburg.
• J.A. Moriarty is a pediatric hospital medicine fellow, Stanford School of Medicine, Palo Alto, California. S. Vellanki is a pediatric gastroenterology fellow, Children's Hospital of Philadelphia, Philadelphia, Pennsylvania. L.A. Trope is pediatric hospitalist, Santa Clara Valley Medical Center, San Jose, California. S.L. Hilgenberg is clinical associate professor, Department of Pediatrics, Stanford School of Medicine, Palo Alto, California. R.L. Blankenburg is clinical professor and associate chair of education, Department of Pediatrics, Stanford School of Medicine, Palo Alto, California.
• Acad Med. 2020 Nov 1; 95 (11S Association of American Medical Colleges Learn Serve Lead: Proceedings of the 59th Annual Research in Medical Education Presentations): S28-S36.

PurposeTo explore trainee and faculty perspectives on an independent rounding intervention on general pediatrics wards at 2 institutions.MethodIn July 2018, the authors introduced independent rounds 1 to 2 times a week at 2 training sites. In this qualitative study, the authors conducted semistructured focus groups with a purposive sample of junior trainees (clerkship medical students and postgraduate year [PGY] 1 residents), senior trainees (PGY-2 and PGY 3-5 residents), and hospital medicine faculty between October 2018 and May 2019. Focus groups were audio-recorded, transcribed verbatim, and analyzed for themes using the constant comparative approach associated with grounded theory.ResultsFocus groups included 27 junior trainees, 20 senior trainees, and 18 faculty. Six themes emerged: (1) Independent rounds contributed to all trainees' development; (2) Senior residents described increased motivation to take full ownership of their patients and educational needs of the team; (3) Faculty expressed concerns about decreased opportunities for teaching and feedback; however, all trainees reported unique learning from having faculty both present and absent from rounds; (4) No significant patient safety events were reported; (5) All participants identified communication and patient progression concerns; and (6) A tension emerged between decreased faculty and enhanced trainee career satisfaction. Participants identified solutions to identified barriers to further improve this educational intervention.ConclusionsAs a result of independent rounding, trainees described increased motivation to take ownership of their patients and team. Both rounding experiences contributed to their development as physicians in different ways. Further studies should explore patient and caregiver perspectives and concerns about communication and patient care progression when designing future interventions to promote resident autonomy.

11 keywords...

hide…